Volume 3, Issue 1 - Summer 2004

How effective are leadership education programs? At times this question haunts leadership educators as they struggle to validate training activities to sponsors. But, in fact, as the leadership education discipline matures, research findings indicate that, not only do leadership education programs work, they are very important to the success of organizations.

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Nicole L. P. Stedman and Rick Rudd looked at volunteers to assess needed processes for success. Their research findings supported development of leadership training programs that incorporate seven identified competencies.

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Elizabeth B. Bolton studied two different community-oriented groups. Members of the selected groups did not have a conceptual sense of each others’ leadership capacity. Therefore, she suggested that community groups develop formal interaction activities in order to enhance a community’s development opportunities.

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Leadership programming for young people should be planned experiences. Jill Walahoski and Kathleen Lodl investigated school-age youth development programs and their impact on youth development. Their findings indicated that programs are important and should be targeted to match the needs of the participants.

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Mickael Z. Hackman, Amy M. Kirlin, and Janice L. Tharp authored a brief that outlined an undergraduate leadership development program. The students that completed the program received instruction and application in leadership theory and skills, community service, and mentoring.

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Frederick R. Rohs began an important stream of investigations with his study of how leadership programs enhance an organization’s profits. His results indicated that leadership development programs do positively effect an organization’s financial situation.

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Christine A. Langone presented a brief that described how volunteerism and service learning impacts an undergraduate’s leadership development. Her model showed a teaching strategy for enhancing leadership skills that are initiated in volunteerism and service learning.

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C. B. Crawford and C. Sue Strohkirch authored a manuscript outlining the relationship of transformational leadership skills with cognitive differentiation and persuasive skills. In both cases, the higher their cognitive and persuasive skills, the more transformational a leader is.

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© 2015 Association of Leadership Educators

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